Teaching the art craft of writing is dynamic and complex but when broken down into logical and connected points the student will soar as writers. Perceptions of the writing process itself have varied among researchers since 1982. This discrepancy took place when Hillock's natural process was challenged. The writing process since has continued to evolve. As a teacher of composition it is my responsibility to teach the writing process as a clear foundation for students to improve their writing skills. According to Bruno (1983) research shows that the writing process is more beneficial for students than the standard text book method ( p.6). I am also responsible for nurturing students creative spark. According to Scanella creative and authentic writing must be encouraged while implementing the writing process because results show this area of student thinking suffer when being taught this method. I can infer that this is because students feel restricted in such a structured setting. It is important for me as the teacher to observe and take notes during student writing time. Based on previous reading I think it is important for me to alternate teaching methods. A teacher of composition should take notes during student writing but also write with the students. Referring back to the actual writing process it is important to focus on the pre-writing and revision stages. These two particular areas were very much neglected in the past. According to Hillock (1986) pre-writing can help students develop, structure and organize an idea/topic ( p.6 ). Revision is a time students take to revisit and "adapt text" ( p. 7 ). Once students internalize the writing process it important to let students know that there is nothing wrong with not using the writing process in sequential order. My goal when teaching writing effectively is for students to completely understand the writing process and be able to apply these skills to their writing when necessary.
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